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Meeting the Accreditation Standard for Diversity.
Jennifer Snyder1,2,3,4,5,6,7, Karen Hills1,2,3,4,5,6,7, Lisa Alexander1,2,3,4,5,6,7
1Jennifer A. Snyder, PhD, PA-C, is a professor and associate dean for the College of Pharmacy and Health Sciences at Butler University in Indianapolis, Indiana.
Physician assistant (PA) programs must prioritize diversity, equity, and inclusion (DEI) by dismantling barriers for underrepresented students. Implementing systemic strategies is crucial for diversifying the PA workforce and ensuring equitable access for all aspiring professionals.
Area of Science:
- Medical Education
- Health Equity
- Physician Assistant Studies
Background:
- Increasing workforce diversity is a longstanding goal in physician assistant (PA) education.
- There is a current, intensified emphasis on diversity, equity, inclusion, and social justice within PA programs.
Purpose of the Study:
- To outline essential strategies for diversifying the physician assistant (PA) workforce.
- To address and dismantle systemic barriers faced by students of color and students underrepresented in medicine (URiM).
Main Methods:
- Systematic inculcation of diversity-focused strategies within PA programs.
- Institutional support to overcome barriers for URiM, LGBTQ+, medically underserved, and first-generation students.
Main Results:
- Focus on disrupting the status quo in PA education admissions and retention.
- Expansion of structural processes to ensure successful student diversification.
Conclusions:
- Prioritizing diversity, equity, inclusion, and social justice is paramount for PA education.
- Targeted strategies are necessary to increase representation of URiM and other diverse student populations in the PA workforce.
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